Ag's
Cool Teacher Tips

All suggestions for activities
are broken down into categories below. They are based upon the required
curriculum for fourth grade according to the North
Carolina Department of Public Instruction. Special emphasis was placed
on information relating to the end-of-year examination; most activities
under each study area relate to reading (through website), writing and
mathematics.

All information needed to complete
the projects can be found in this website whether directly or through
links. If there are any questions on where to find/access information
please call NCDA&CS Markets: 919-733-7912.

1. In small groups, find
advertisements for 5 popular consumer items and identify the features of
the advertisements that cause the items to be appealing. For example, its
color, context, association with fun activities. Next, each group should
create an advertisement for a GGINC product or GGINC commodity using similar
techniques. Objective: 3.1 2. Ask a dietitian or nutritionist
to visit the class and briefly describe the roles of carbohydrates and proteins
in healthful eating. Ask the guest speaker to bring samples of GGINC foods
to illustrate the talk (if possible, bring samples for students to taste
as well as see). Following the talk, ask students, in small groups, to use
the AG's COOL web site to find several examples of other GGINC foods. Have
each small group add its findings to compile "master lists" on large paper
posted around the room. For discussion, ask each student to identify one
carbohydrate or protein he or she has never tasted, make a plan for getting
to eat that commodity, and to report back to the class a week later on the
student's opinion of the commodity.Objective: 5.1 3. Ask students in small groups
to identify five snack foods that they currently consume. Ask each group
to rate each snack food in its list as healthful or not healthful and to
be able to provide the rational for the rating. Look at the GGINC products
and GGINC commodities available and see which ones fit into which category.
Discuss why they fall into each category.Objective: 5.2 4. Study a generic food label
in order to understand the various parts of it, then select a GGINC commodity
that is suitable for human consumption. Determine one method of preparation
of one serving of that commodity, then create a food label for the serving
of the commodity. (The teacher may have to help students determine the food
label values by reference to labels of other foods prepared in a similar
fashion. For example, deep fat frying a commodity versus steaming it may
increase the saturated fat content by a similar amount for a variety of
foods.) Have each student find a picture of the commodity, draw the food
label, describe how the commodity is prepared, and make a poster from these
items to share with the class. For discussion, ask students to identify
which commodities they have actually consumed and if they know of alternate
preparation methods. Ask students if they can detect any patterns in the
labels according to how the food is prepared. Objective: 5.3, 5.4 5. Discuss how foods can be associated
with feelings. For example, the food reminds you of an enjoyable picnic
or visit to a fair or reminds you of visits to someone you care about. Then,
give a list of GGINC foods, identify at least two that you associate with
a particular feeling and describe. Discuss how the feelings may influence
our food choices. Objective: 5.5

1. Choose a commodity such as
apples and estimate the number it would take to fill a container such as
a bushel basket or a box. Estimate the weight of the filled container.Objective: 4.1, 4.3, 4.5 2. Start files either with a
data base or file folder for different counties. Each student choosing his/her
"own" county. Chart the commodities grown and prepare a graphics display
of the four major products. Compare and contrast with other counties. Which
types of graphs are easiest to make comparisons from? Why?Objective: 6.1, 6.3, 1.4 3. Choose a commodity and chart
its production over the school year, month by month. Graph the amount produced
and average cost for each month. What factors account for the differences?
Is there a relationship between supply and cost? If so, what could account
for it? Note any unusual occurences in a month such as storms, unusual weather
patterns, rainfall that could affect production or price. Objective: 6.1, 6.2, 3.6, 1.4 4. Research the production and
cost of a commodity over the past five years. Based on these data, predict
the production and cost for the next three years. Be prepared to defend
your predictions based on observed patterns.Objective: 6.1, 6.2, 3.6, 1.4 5. Select a commodity such as
sweetpotatoes and determine how the grocer or wholesaler might classify
or sort various sizes and shapes for market. Samll, medium and large at
different prices? Price by number ($$ per dozen), by wieght ($$ per pound),
by quanitity ($$ per bushel or quart), by volume ($$ per cubic foot). Research
how the markets differ and which commodities are sold by the same or similar
unit per cost.Objective: 5.1, 5.2, 5.3, 5.5, 5.6,
5.8, 4.1, 4.4, 4.11 6. Look up the statistical information
on production and cost for a commodity in a specific county. Try several
what ifs. What if the production was cut in half, how would this change
the alue of the commodity? What if the product was harvested two months
later (or earlier) how would this change the value the farmer receives?
Make up and solve some what ifs of your own.Objective: 4.11, 5.8, 5.1, 5.4 7. Take a trip to the grocery
store and bring back the weekly circular of specials and sale items. Make
a graph of the number of North Carolina commodities, other U.S. commodities
and foreign products. Would a chart made next month be similar? How might
it differ? Do this each month for the school year. What do you notice? How
can you explain the differences? What is the most valuable month for North
Carolina? Why?Objective: 4.8, 3.6, 6.1, 6.2, 6.4 8. Choose several different commodities
for the following comparisons: Which is worth more? A foot of potatoes
or a pound of apples? A yard of sweetpotatoes or a foot of eggs? A pound
of cotton or a pound of soybeans? Fifty chickens or one hog? Can you make
up some comparisons of your own? Which is worth the same? Two pounds
of soybeans would have the same value as how many eggs? Ten pounds of peanuts
is worth the same as how much wheat? A pound of pork is worth the same as
how much milk? What other commodity equations can you create?Objective: 7.1, 7.2, 4.1, 4.11 9. Make a million! What three
commodities can you select that would have a combined value of a $1,000,000.00?
How much of each commodity would you need? Whose million dollar "package"
would weigh the most? the least?Objective: 4.1, 5.1, 4.2, 5.5 10. Covering with commodities!!!
Select a commodity and estimate how many it would take to cross the state.
Where will you start? finish? How about area? How many sweetpotatoes would
it take to cover the floor in your classroom? To fill the room? How much
would they be worth?Objective: 4.9, 4.10, 4.11, 5.1,
5.2, 5.6, 5.7

1. Have each student create
a learning log out of notebooks. Students should write about their learning
experiences with AG's COOL in response to open-ended questions. Questions
should be: What did you learn? Did you enjoy the activity? What did you
like least? Would you recommend the activity to a friend-Why? Each project
can then be built upon knowledge learned in a previous activity.Objectives:
4.3
2. Break class up into small cooperative groups. Have students research
a GGINC commodity or GGINC product. Students can do clustering (listing,
idea organizing, brainstorming) to aid in their projects. Have groups present
information to the class via a video, skit, pantomime, report, etc. Objectives: 2.1, 2.2, 2.3, 4.3, 3.1,
3.2, 3.3 3. Invite a local farmer to your
classroom or plan a field trip to a local farm. Have the class interview
your guest speaker or host. Sample questions could be: how did he/she start?
Why is he/she growing/raising that particular commodity(s)? How much land?
What machines does he/she use? How do they sell product? Objectives: 2.1, 2.2, 2.3 4. Break class into groups and
have them create jingles and/or advertising slogan for a GGINC product or
GGINC commodity. Have groups then present their campaign to the class via
skits. Before the groups actually write the slogan have them research the
advertising field. Look at various propaganda techniques (ex. famous person,
bandwagon) in class and see what works and what doesn't. After the groups
present their ads, discuss as a group the ad's finer points along with whether
they feel it would actually sell the product. Have students write about
the experience in their learning logs. Objectives: 3.1, 3.2, 3.3, 4.3 5. Have students play reporters
and have them use their journalistic abilities by researching various GGINC
commodities and/or interviewing different people (Association members, farmers,
packagers, etc.) related to various commodities. Have students prepare a
3 or 4 paragraph article on their research. Compile all the articles into
a class newsletter to distribute amongst classrooms/schools/families. Write
about experience in learning log. Objectives: 2.1, 2.2, 2.3, 4.3

1. Break class into groups
and assign each of them a GGINC commodity to represent. Then create a set
of circumstances (time of year, weather conditions, etc.) and have students
come up with what they would need to do (would they be planting, feeding,
harvesting, etc.). How would the process be done different now than in the
past? Have the class put their answers in the form of an essay or skit.
Objectives: 1.3Skills: Skill 1 2. Research festivals/fairs in
your area related to foods. Why is that particular food important in your
area? What is the history of it to your part of NC? Is it a tradition and
if so, why? Write an essay depicting the event or have the class create
ads to publicize the event as if they were the sole "ad agency." Objectives: 1.3, 4.3, 4.4, 12.2Skills: Skill 1 3. Invite a local farmer or local
extension agent to come speak to the class on crops in your immediate area
for an agricultural and community project (or plan a field trip). Have the
class interview your guest speaker or host. Sample questions could be: how
did he/she start? Why is he/she growing/raising that particular commodity(s)?
How much land? What machines does he/she use? How do they sell product?
How do they determine price? What factors determine price? Have students
write their questions in advance as a writing assignment; after the interview
have them write articles on it as a newspaper reporter would. Objectives: 1.3, 5.2, 9.2, 10.2,
10.3, 11.1 (most obj. can be met by organizing questions to meet needs)Skills: Skill 1 4. Research how farming has changed
from the past to present. Compare the planting process, transportation process,
etc. Discuss how technology has changed the industry. Objectives: 1.3, 10.3, 11.1, 11.3Skills: Skill 1 5. Discuss the impact of the
farming industry to the state (NC's #1 industry) using statistical and economic
data. Discuss how and where some of our products are shipped and how they
are used. Objectives: 9.3, 10.1, 10.2 6. Arrange a field trip to a
local supermarket. Challenge students to find all the GGINC commodities
and as many GGINC products as possible. Have them track where in the store
they found the merchandise. (You may want to visit the store in advance
and give them a diagram representing each section and let them list products
and number amounts that they found in the proper location). Or break class
into groups with chaperone and have each group cover a section of the store
in search of GGINC products (produce, meat, grocery, etc.) Research the
products/commodities to find out where they grow in North Carolina. Classify
information by regions and create maps to show where items are grown. Objectives: 4.2Skill Applications: Skill 1 7. If there is an agricultural
fair in your area, contact the grounds and ask them about upcoming agricultural
exhibits that will be showcased. Ask what will be in them and ask for a
diagram of where they are located on the grounds. Then plan a field trip
with your class during the event and set up a scavanger hunt on paper. List
items they need to find (animals, crops, commodities, etc.) in each exhibit
area. Perhaps have them list how much the biggest watermelon/pumpkin/etc.
weighed, etc. Have students find out where the item (animal or crop) on
display was grown or produced. Locate these on a North Carolina map. Categorize
where items are produced by region. Give reasons why they are produced in
these regionns. Compare characteristics of regions (soil type, climate,
etc.) Objectives: 4.1, 4.2Skill Applications: Skill 1 8. Identify an agricultural conflict
and identify possible reasons for the conflict and suggest solutions. Review
how it is (was) handled by the public and its consitutients (gov't agencies
involved. Have a mock public hearing and role-play representatives of institutions
and associations. Discuss how your class' trial was similar/different to
what is (was) happening in the actual incident. Objectives: 7.1, 7.3, 8.3Skill Applications: Skill 2, Skill
3, Skill 4 9. Survey/Poll your community
(or school) on current agricultural topics. Identify the issues related
to the topic (pros and cons) and write arguments for or against voting to
support the issue. Develop slogans and campaigns to persuade the public
to your point of view. Then have a vote taken and compare results to your
survey information. Objectives: 8.2, 8.3Skill Applications: Skill 4 10. Look up statistical data
on a certain region or crop and discuss why there is only a limited amount
of the commodity; compare data to different percentages of "wants" to explain
supply and demand. Objectives: 9.1, 9.2, 9.4Skills: Skill 1 11. Research Native American
groups in North Carolina, past and present. Identify agricultural products
produced by native Americans in the past. Which products are still produced
today on reservations by these groups and by others? Objectives: 1.1, 1.2, 1.3Skills: Skill 1 12. Research religious groups
in North Carolina. Identify foods related to customs or beliefs of the groups.
Which are produced in North Carolina? Are demands for the products regional?
seasonal? If so, explain. Objectives: 2.2, 2.3Skills: Skill 1